Work Readiness of Newly Qualified Social Workers Rendering Statutory Child Protection Services in Gauteng

Zinhle Melicia Nkosi; Leanne Jordaan

doi:10.25159/2708-9355/20722

Authors

Zinhle Melicia Nkosi University of Pretoria https://orcid.org/0009-0000-1434-9172
Leanne Jordaan University of Pretoria https://orcid.org/0000-0002-4141-8433

DOI:

https://doi.org/10.25159/2708-9355/20722

Keywords:

newly qualified social workers (NQSW), work readiness, child protection services, statutory services

Abstract

The transition from student to professional presents challenges for newly qualified social workers, particularly within statutory child protection services. Although there is extensive literature on the transition to practice, research specifically addressing work readiness of newly qualified social workers in the statutory domain remains limited. This study explores the experiences of newly qualified social workers in Gauteng, South Africa, concerning their readiness to deliver statutory child protection services to children and families. Using a qualitative research approach guided by the theory of collaborative advantage, the study employed semi-structured interviews with nine newly qualified social workers who met the study’s inclusion criteria. Findings revealed that newly qualified social workers are inadequately prepared to render statutory child protection services to children and families due to insufficient exposure in the field, a lack of employer-provided training, and limited supervisor support. Themes in the study include newly qualified social workers’ roles and responsibilities, work readiness experiences, challenges encountered, available support structures, and practice recommendations. The study highlights the need for greater exposure to statutory child protection services during undergraduate training, comprehensive employer-led training in the implementation of the Children’s Act of 2005, and enhanced supervisory support to facilitate the transition of newly qualified social workers into practice.

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